BarcodingGO: A problem-based approach to teach concepts related to environmental-DNA and bioinformatics

In this paper, we propose and describe a new approach, named BarcodingGO, to teach environmental DNA and bioinformatics concepts to undergraduate or graduate students in molecular biology-related fields. The learning pipeline proposed here aims to solve a simulated environmental monitoring problem, in which a biodiversity survey of a particular region is needed to assess the impact of an environmental disaster. Biological surveys, in the context of environmental DNA studies, are performed by analyzing the DNA released by organisms living in a specific environment. We proposed a scenario in which quick response (QR) codes represented a given environmental DNA, and they were positioned in a scattered pattern across two regions of the classroom (representing pre and post scenarios for a particular environmental disaster). The QR codes redirect to a page that contained a fictional representation of an animal or a plant. Students then survey the region's biodiversity using QR code scanning applications on their cell phones by "capturing" these organisms as an analogy to the Pokémon GO game of the international Pokémon franchise. We believe this method (or even an adaptation of it) can be an essential tool to engage students in molecular biology classes. Moreover, this approach can help to teach how modern genomics and bioinformatics tools can be applied to solve real problems in conservation biology.

Integrating computational skills in undergraduate Microbiology curricula in developing countries

The employability of young graduates has gained increasing significance in the labour market of the 21st century. Universities turn out millions of graduates annually, but at the same time, employers highlight their lack of the requisite skills for sustainable employment. We live today in a world of data, and therefore courses that feature numerical and computational tools to gather and analyse data are to be sourced for and integrated into life sciences' curricula as they provide a number of benefits for both the students and faculty members that are engaged in teaching the courses. The lack of this teaching in undergraduate Microbiology curricula is devastating and leaves a knowledge gap in the graduates that are turned out. This results in an inability of the emerging graduates to compete favourably with their counterparts from other parts of the world. There is a necessity on the part of life science educators to adapt their teaching strategies to best support students' curricula that prepare them for careers in science. Bioinformatics, Statistics and Programming are key computational skills to embrace by life scientists and the need for training beginning at undergraduate level cannot be overemphasized. This article reviews the need to integrate computational skills in undergraduate Microbiology curricula in developing countries with emphasis on Nigeria.